This book stresses learning and teaching, rather than teaching and learning. The contention of the contributors is that the focus in all educational endeavours should not be primarily on teachers and teaching, but on learners - how to best facilitate learning, in the most effective, enjoyable, relevant and cost-effective ways for learners, whether they be children, youth or adults. The focus is therefore on how learning can be enhanced, through effective teaching; and how individuals can be best prepared to be excellent teachers.

This ground breaking book examines the personal dimensions of learning and teaching, since both learning and teaching are essentially social activities, where a consideration and understanding of the (often differing) constructions of reality of learners and teachers are of paramount importance when it comes to achieving most effective teaching and learning.

Learning and teaching are not static enterprises, but are always in a state of change and flux. In some cases the changes are relatively small in nature, and impact, but in recent years there are those who argue that there is a need to re-engineer education systems if learning and teaching is go change in ways which meet the growing challenges of such matters as globalisation and the widespread use of ICT’s. And so the second part of this book examines various aspects of education reform.

Although this book draws on research and findings which stress on best and innovative practices, from the international arena, the book particularly focuses on the situation in the Asia-Pacific region, and so the third and last section of this book examines Asia-Pacific. Throughout the book, when international perspectives are examined it is mainly with regard to the contribution of such international perspectives to improving education in the Asia-Pacific region.

A key feature of this book is that it brings together the thoughts and insights offered by international leaders in the fields of teaching and learning, and as such is a unique, cutting edge contribution to these fields. In addition, the book seeks to create a bridge between researchers, policy-makers and practitioners, who dialogue in productive ways to identify future pathways for promoting effective learning and teaching in the twenty-first century.

This book is published in honour of Professor Phillip Hughes, an exceptional Australian educationalist, and influential member of the international education community, who has made major important contributions to the advancement of education and schooling both in Australia, and in various developing countries throughout the world, the latter being mainly through his work for UNESCO.